Examining the Importance of Admissions Criteria in Predicting Nursing Program Success

AbstractBaccalaureate nursing programs select students likely to graduate, become licensed, and contribute to a diverse workforce, and admissions criteria need to support those goals. This study assessed five criteria: pre-admit science GPA; TEAS score; healthcare experience; previous baccalaureate degree; and pre-admission university enrollment vs. college transfer as predictors of three desired outcomes: graduation; nursing program GPA; and passing NCLEX-RN. Results found TEAS and pre-admit science GPA predicted nursing program outcomes. Students with TEAS≥82 had 8 % greater probability of graduating, 13 % greater probability of a GPA≥3.25, and 9 % greater probability of passing NCLEX-RN, compared to students with TEAS < 82. Students with pre-admit science GPAs≥3.8 had 11 % greater probability of passing NCLEX-RN and 14 % greater probability of a GPA≥3.25 compared to students with pre-admit science GPAs < 3.8. Further discussions regarding factors important for training a diverse nursing workforce and effective ways to implement non-academic admission criteria are warranted.

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Innovation in Community Clinical Placements: A Canadian Survey

International Journal of Nursing Education Scholarship ◽

10.2202/1548-923x.1860 ◽

2009 ◽

Vol 6 (1) ◽

Cited By ~ 9

Author(s):

Catherine Hoe Harwood ◽

Sheryl Reimer-Kirkham ◽

Richard Sawatzky ◽

Landa Terblanche ◽

Lynn Van Hofwegen

Keyword(s):

Baccalaureate Nursing ◽

Nursing Student ◽

Nurse Educators ◽

Nursing Programs ◽

Nursing Program ◽

Clinical Placements ◽

Program Administrators ◽

Baccalaureate Nursing Programs ◽

Survey Responses ◽

Student Placements

Ongoing restructuring within the health care system juxtaposed with mandated increased seats in nursing programs have taxed traditional clinical practice settings beyond their capacity. In the search for suitable clinical placements to meet learning objectives and fulfill required clinical hours, nursing program administrators are turning to various non-traditional settings. Yet limited research exists to describe the prevalence and types of 'innovative' clinical placements (ICPs) or the nature and quality of student learning in such settings. Described in this article are findings from a national survey of Canadian baccalaureate nursing programs completed by nurse educators and clinical placement coordinators regarding nursing student placements within ICPs. Participant survey responses provide a national snap-shot of ICPs, along with perspectives on pedagogy, strengths and weaknesses, capacity and sustainability issues, and ethical, legal and academic considerations associated with student placements in these settings.

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Incorporating Cultural Diversity and Caring through Simulation in a Baccalaureate Nursing Program

International Journal for Human Caring ◽

10.20467/1091-5710.14.2.50 ◽

2010 ◽

Vol 14 (2) ◽

pp. 50-51 ◽

Cited By ~ 7

Author(s):

Beth Haas

Keyword(s):

Nursing Education ◽

Baccalaureate Nursing ◽

Nursing Programs ◽

Nursing Program ◽

Clinical Environment ◽

Cultural Backgrounds ◽

Baccalaureate Nursing Programs ◽

Dietary Restrictions ◽

Baccalaureate Nursing Program ◽

Different Cultures

Cultural competency is a national healthcare goal for baccalaureate nursing programs. Students care for patients from diverse populations with varying cultural backgrounds. In recent years, simulation has enabled educators to impact students’ worldview by introducing them to different perspectives that exist within different cultures. Simulation provides opportunities that incorporate exposure to religious relics, dietary restrictions, language concerns, family dynamics, and communication skills in a clinical environment. These concepts are essential to nursing education and simulation technology allow students to become aware of humanistic components of caring.

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Change and Challenge: Ontario’s Collaborative Baccalaureate Nursing Programs

Canadian Journal of Higher Education ◽

10.47678/cjhe.v37i2.539 ◽

1969 ◽

Vol 37 (2) ◽

pp. 29-46

Author(s):

Dale Kirby

Keyword(s):

Nursing Education ◽

Baccalaureate Nursing ◽

Nursing Programs ◽

Nursing Program ◽

Regulatory Change ◽

Program Model ◽

Nursing Educators ◽

Baccalaureate Nursing Programs ◽

Sectoral Differences ◽

Culture Organisationnelle

There is no formal mandate for or tradition of inter-sectoral collaboration between community colleges and universities in Ontario. Following a regulatory change introduced by the College of Nurses of Ontario in 1998, all Registered Nurse educational preparation was restructured to the baccalaureate degree level through province-wide adoption of a college-university collaborative nursing program model. Despite complex sectoral differences in organizational culture, mandates, and governance structures, this program model was promoted by nursing educators and policy-makers as an innovative approach to utilizing the post-secondary system’s existing nursing education infrastructure and resources. This paper provides an overview of the introduction of Ontario’s collaborative baccalaureate nursing programs and discusses some of challenges associated with implementing and maintaining such programs. En Ontario, il n’y a pas de mandat offi ciel ni de tradition de collaboration intersectorielle entre les collèges communautaires et les universités. À la suite d’une modifi cation réglementaire apportée par l’Ordre des infi rmières et infi rmiers de l’Ontario en 1998, toute la formation pédagogique de niveau baccalauréat du personnel infi rmier a été restructurée par l’adoption à la grandeur de la province d’un modèle de programme de formation en sciences infi rmières offert conjointement par les collèges et les universités. En dépit de différences complexes entre ces deux secteurs aux plans de la culture organisationnelle, desmandats et des structures de gouvernance, les enseignants en soins infi rmiers et les décideurs ont fait la promotion de ce modèle de programme en tant qu’approche novatrice pour utiliser l’infrastructure et les ressources de formation en sciences infi rmières déjà en place dans le réseau postsecondaire. Cet article offre un aperçu de l’introduction des programmes ontariens de baccalauréat conjoint en sciences infi rmières et examine quelques-uns des obstacles associés à la mise en oeuvre et au maintien de ces programmes.

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